Thursday, 5 November 2015

Proof of a Creator - A Rejoinder to Theodore Schick, Jr

This essay is a rejoinder to a paper written by Theodore Schick, Jr., Professor of Philosophy, Muhlenberg College, Allentown, Pennsylvania. The 1998 paper is entitled *"The 'Big Bang' Argument for the Existence of God"* and is a rebuttal to the views held by Hugh Ross, noted astronomer and Christian apologist, as expressed within his book *The Creator and the Cosmos*. The paper was originally published in *Philo, the Journal of the Society of Humanist Philosophers*.
The impetus of Dr. Schick's paper is to discredit Dr. Ross's contention that the acceptance of the theory of the "big bang" as the beginning of the universe implies that it must have had a cause beyond the event itself, and Dr. Schick's corollary contention that such an assertion is nothing but a scientifically updated variation of St. Thomas Aquinas's "uncaused first cause" argument to prove the existence of God. As blasphemous as it might sound coming from a Catholic such as me, I acknowledge that Aquinas's reasoning left something to be desired in this case. I don't contest Dr. Schick's views on this point.
As a Catholic high school student, I once had the effrontery to ask a priest in religion class, "If it is sufficient to assert that 'God always was, always is and always will be' then why can't we just say the same about the universe?" (The priest's response was less than memorable.) In his paper, Dr. Schick echoes my youthful inquisitiveness:
"But if we're willing to admit the existence of uncaused things, why not just admit that the universe is uncaused and cut out the middleman? David Hume wondered the same thing...."
The meat of Dr. Schick's rebuttal to Dr. Ross's views is that Dr. Ross positions a higher dimensional time, a time in which the spacetime that we know and live within was created: the creator's time. Since the big bang is held to be the beginning of time, Dr. Ross argues, that implies it must have had a cause, as did the beginning of everything else. Since the big bang is the beginning of our time, then its cause cannot have been within our time (because an effect must follow its cause); rather, it must have been within the higher dimensional time of the creator that Dr. Ross positions.
Dr. Schick rebuts this argument as follows:
"This argument arrives at the conclusion that the universe has a beginning in time by assuming that the universe has a cause. But the big bang argument uses the premise that the universe has a beginning in time to arrive at the conclusion that the universe has a cause. So Ross is arguing in a circle. He is assuming that the universe has a cause to prove that the universe has a cause. Because Ross begs the question about whether the universe has a cause, he does not succeed in proving the existence of a higher dimensional time, let alone the existence of a transcendental god."
Dr. Schick is correct. It is, therefore, my intention within this essay to attempt to provide the justification that Dr. Ross's argument lacks to assume that the big bang (and, therefore, the universe) had a cause. For the benefit of my argument, I appeal to none other than perhaps the most venerated, self-professed atheist in scientific history, Albert Einstein himself! It is an understatement to judge it ironic that I perceive that such a renowned atheist proved, albeit unwittingly, the existence of God or, more precisely, a creator of at least some sort.
It was Hermann Minkowski, Dr. Einstein's erstwhile math teacher, who first pointed out to him that his special theory of relativity implied a four-dimensional universe, now usually referred to as the "block universe." In this scheme of reality, time is reduced to a mere fourth dimension, with the result being that the universe can no longer be viewed as being composed of space and time, but rather as an unified structure called "spacetime," with all events within the universe (including particles seemingly being created without a cause via vacuum fluctuations) occurring at the confluence of four-dimensional points.
(For example: September 11, 2001, the World Trade Center at the precise floor and instant that the first plane hit.)
Dr. Einstein himself was at first most reluctant to accept such a view of reality, but eventually came to embrace it. Here lies the point most relevant to the thrust of this essay: Within the block universe scheme of reality, the past, present and future of spacetime all exist contemporaneously and there is no privileged moment within spacetime solely entitled to call itself "the present" or "now."
(Some attempt to argue that such a view is a misinterpretation of the theory. However, Dr. Einstein himself certainly seemed to accept its validity as there is a letter written by him to the widow of a recently late associate in which he attempts to comfort her by pointing out that her late husband and she were presently enjoying many happy moments together in other parts of the universe. )
I think it can be safely asserted that we all accept the existence of the phenomenon of cause and effect. For every baby (effect) there was a transaction (cause) between a sperm and an egg. But here is the rub: If the past, present and future all exist contemporaneously, and if by definition a cause must precede its effect, then how could the cause in this example have preceded its effect when the baby and his or her parents exist contemporaneously and eternally?
The only tenable answer that I can discern is: it didn't. That is, it didn't in our spacetime. Just as a painting's obvious orderly composition did not result from any event within the canvass, but rather from order imposed from without (i.e., by the artist), the undeniable order that permeates our reality and renders our very existences possible must likewise have been imposed from without, by a creator of some sort.
The concept of cause and effect implies a sequential creation. If the universe is static (with motion (and change) being a mere illusion--exactly as Parmenides and Zeno argued--, along the lines of a motion picture rendering the illusion of motion from a series of still frames), then nothing within our spacetime could have been created within it any more than a now static Rembrandt masterpiece could have created and ordered itself.
Rather, the reality that we live within and perceive must have been sequentially created (thus accounting for the obvious causes and effects we observe) in a higher dimensional time, exactly as Dr. Ross argues, and then became static, exactly as a painting does upon completion. Quite simply, a cause must precede its effect within existence, which cannot be the case if both the cause and the effect have always existed simultaneously.
As a thought experiment, assume that the characters within a novel could somehow gain sentience and intelligence, and that their universe, contained within the pages of the book, seems just as real to them as our universe (or "multiverse" if the MWI of quantum mechanics should be correct in fact) does to us (in our higher dimensional time). Unless the author was able and chose to communicate with his or her creations, then by what means would they have to discover the true nature and origin of their existences other than by deducing that whatever logic and order they perceive must have been imposed from without, as to them their universe appears simply to have always been and thus cannot have been created within its own dimension of time?
The alternative would be for them to reason as Dr. Schick and many others do. That is, that their--unbeknownst to them--literary universe simply "just is." In this hypothetical scenario, they would be very wrong; just as I believe Dr. Schick and others are for the reasons I have presented. Dynamic forces cannot exist within a stagnant universe. To argue otherwise would be a contradiction in terms. Therefore, the only logical conclusion is that the dynamic force that forged our now static universe via causes and effects (i.e., the laws of physics) must have come from without.
How then can one account for the creator's origin? How can one avoid an infinite regress of creators? That is what I term the "ultimate mystery" of existence. How can anything exist at all? As incomprehensible as the mystery is, the only answer I can suggest is that somewhere along the line, someone or something "just is," and in his, her or its plane of existence the answer to these questions can be scientifically fathomed as they cannot be here within the logic of our reality.
It is not my contention that I can solve the ultimate mystery to which I referred. Rather, I only claim that if Dr. Einstein's theory is correct--as on empirical grounds it certainly appears to be--, then it is evident that our spacetime had a creator (existent or once so), the nature of whom or which is beyond the scope of this essay. Dr. Schick is certainly not arguing in favor of one version of a creator over another. On the contrary, he argues against the existence of any creator at all, a view which this essay attempts to refute as scientifically illogical.
In summation, although my arguments might transpose to a typical "intelligent design" thesis, I contend that my conclusion cannot be simply dismissed as such because my basic argument goes beyond the normal intuitive attitudes that intelligent design adherents commonly put forth in support of their views. My basic point is one derived from the prevailing paradigm that contemporary physicists labor within: relativity and the block universe it implies.
live Essay Creator
Buy Best Essays

College Planning: 5 Steps To Overcome The "I Don't Have The Time" Excuse

Does any of this sound familiar?
  • "I have too much classwork/homework to do right now. I'll get to the college stuff later"
  • "I have a big project/vacation/job/play production/sports season going on right now. I'll get to my college stuff after it's over"
  • "It's summer. I'll think about college when it's over."
If you're a high school junior saying these things, you'll eventually hit the "point of no return" when the "I've got plenty of time" becomes "Holy Crud! I don't have any time". (Let's face it parents, we say things like this too)
If you're a rising senior - guess what, you've just hit the "Holy Crud!" stage.
Put another way, in honor of my dad and husband - Star Trek fans - juniors, you're on red alert and seniors, you're rapidly approaching the point where the "ship will be separating from the saucer".
It's completely understandable - finding time to get things done is a monumental challenge. Just ask your parents. But, here's the thing... there are a lot of students who are just as busy as you are (your competition) who are also finding the time to keep moving forward in their college process.
The problem with putting things off is that at some point you will have to try and cram 18 months of work into 4 or 5 months. Just as cramming for a test will not get you the best grades, "cramming" for college will not get you the best results, either.
Worst case scenario, you'll make mistakes that hurt your chances to get in and end up with you getting a very thin envelope from the college of your choice.
A more common scenario is that you get in, but thanks to the less-than-stellar job you did on your college applications and/or the inadvertently -missed deadlines, your financial aid package is considerably less than what it could have been. (less aid = more out of your pocket, more debt, less secure future)
Of course, ignorance is bliss because you won't realize how much money you've left on the table;BUT, you'll feel the full impact of it by paying more than you deserve to for college. And if you end up having to borrow that money, you get to feel the full impact for years to come AFTER college is over.
So, you need to make the time to get things done and keep the college search and selection process moving forward.
Your Smart Plan For College™ Assignment:
Here's 5 ways to overcome the "I don't have time" excuse before it makes this whole process completely miserable instead of the fun and exciting time it should be.
  1. Think in 15 minutes. You may be thinking: "I don't know when I'll have an hour/two hours to work on my college essay". Then guess what happens, you can't find an hour/two hours. BUT, you can find 15 minutes.

  2. Use a timer. This is critical for the "15 minutes" to work. When you find the 15 minutes, you must focus on one thing and one thing only for that 15 minutes. Turn off the distractions and focus on the task you've chosen for that 15 minute period of time - and ONLY that task.

  3. Use a checklist. Checklists are wonderful. They take a bit of set up, but the beauty of it is, when you find some time to get something done, you won't have to spend any of it wondering about what you should do. You've already laid out what you need to do on your checklist. Just go to your checklist. (My clients receive a college checklist each month, making it easy to just focus on getting things done.)

  4. Consider getting some help. Part of the time problem for do-it-yourselfers, is that first you have to find the time to figure out what needs to be done. Then you have to find even more time to get it done. A coach can help you shortcut everything. They know what you need to do, when you need to do it and can help you with how to do it. That way you only need to focus your valuable time on getting it done.

  5. Don't forget to pat yourself on the back. Often we're so focused on what needs to be done, we don't take enough time to appreciate what has been accomplished. When you've been implementing the other 4 strategies for a while, then it's time to add this 5th strategy to your list. Recognizing how far you've come can energize you and motivate you to finish what's left on your checklist!
Jeanmarie Keller has helped thousands of students get into colleges they love while making sure their parents save a fortune on the bill. Jeanmarie is the creator of the Smart Plan For College System which teaches her client-families how to get noticed in the admissions office, get in at the colleges right for them and how to get the money they need to help pay the bill.
Essays Creator
Best Essays

Connective Thinking - Creativity Techniques

"Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world."
Albert Einstein
Imagination and creativity are two interrelated terms, the former leads to the latter. The etymological root of the word "creativity" in English and most other European languages comes from the Latin creatus, which means "to have grown." How this works?
Human brains work by means of connections; connecting ideas new ideas emerge and so on. Unfortunately modern life has led to mechanical thinking, meaning that we are ruled by habits, automatic associations and responses. Getting stuck in fixed patterns of thought we have fewer and fewer connections and as a result imagination doesn't work and poor creativity is trying to catch up with our artistic thirst.
"3 imaginary boys"
"Just as our eyes need light in order to see, our minds need ideas in order to conceive." Napoleon Hill
Humans for ages have been trying to discover the tools to creative thinking. Here are some ideas:
"Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun."
Mary Lou Cook
"Anyone can look for fashion in a boutique or history in a museum. The creative explorer looks for history in a hardware store and fashion in an airport." Robert Wieder
"Creativity, it has been said, consists largely of re-arranging what we know in order to find out what we do not know." George Keller
It seems obvious that many artists one way or the other need to deal with unlocking creative thinking! How is this possible? Talent can be inherent, no doubt, but creativity is not a gift you have to be born with. Most creative people learn how to be creative. It is actually a logical procedure and the key is cross-connection of ideas/sounds and the way to elicit it is of course a state of mind that is able to receive the vibes of inspiration. The muse of creativity does not come alone but it comes with gifts such as: seeing things differently, seeing different things, generating multiple options, breaking the rules, thinking and linking, knowing how you think, and playing 'what ifs". Still the question is "how are all these possible"?
The creative block
Unlike many phenomena in psychology, there is no standardized measurement technique for creativity. It is rather a personal procedure. I suggest some techniques to help refresh imagination and revitalize the creative spirit.
Do something different
Following the same means of creation can lead to a rut. So why not infuse in your art some different techniques/equipment or a totally different art?
Escape yourself
Get in your car and go to a place you have never planned to go, observe the streets and find signs that you suppose will lead you somewhere. Keep a mind-record of the sounds you hear and any unusual shape or incidents that comes your way. Start a discussion with a person you normally would not talk to, eat an unusual food and wait to see what happens.
Chat or play with kids
A very power inspiration tip is mingling with children. All of us have been kids and we know our way of thinking used to be different. So mingle with kids, ask them things without the fear of being misunderstood, that's the clue, you will be surprised!!
Dada enrolment
Enrol yourself to a hobby you have never thought you would be interested in. This new type of knowledge makes neurons forge new connections in your brain and creates memory paths that expand your life experience and broaden your world view. Even if it is a pottery class!! The more irrelevant, the better.
Learn to ignore your inner critic
The subconscious role is, among others, to limit and prohibit changes. It stays stuck in pre-defined ideas, habits and aspirations and anything new is met with doubt, indecisiveness and eventually delay or omission. The next time you have a fantastic idea and by the time you start shooting/writing/composing and you feel you crave for Chinese food, tiding up your closet or calling your aunt tell your subconscious to SHUT UP and start your drafts! Being aware of this behaviour little bad subconscious has you can be aware of when it happens and above all you can be sure it is not the real "you" but a deep rooted mechanism inside of you.
Dare to be silly
Try to be as silly as possible and see what happens next. You never know what will become of your creations when you purposely make them unusual or strange. Write the piece of music you would never write, shoot the images that you hate and write a part of a poem/novel critics would die after reading. You never know...
Need more tips of have new ideas? Do not hesitate to submit them. Never refrain from sharing...
Creative Essays
Best Essay

Public Speaking - Example of a Persuasive Speech Outline to Sway the Audience's Opinion

You may want to persuade an audience to DO something, or you may want to prove to them that something is TRUE. But, there may times when you want to sway your audience to your point of VIEW, that a choice is desirable or is better than other options. To organize such a talk (sometimes called the "Value" method), you still have the three parts of a speech - the intro, body, and conclusion. But the difference is in the Body. The Main Points of your talk would have two or ideally three points: (1) Establish criteria or ideal standards to define your proposal. (2) Measure your proposal against those standards. And if you want to persuade that your choice is better than other options, then (3) compare how your proposal measures up to other options.
To see how this organization would work when you want to persuade your audience to your point of VIEW, let's use the example of persuading them that swimming is the best form of exercise. Let's say the group wants to get into an exercise program - they've already decided they're going to DO some kind of exercise. You want to persuade them that swimming is the best choice, better than running or biking or yoga. Here's how you might outline that presentation:
I. INTRO
A. HOOK: Get their attention and interest. You might share a funny personal anecdote about swimming, how much you hated lessons when you were a kid and how you almost drowned the instructor one time when you jumped blindly off the diving board because you were so scared.And today, you're like a fish in the water.
B. REASON TO LISTEN: "It's been clearly established that exercise is crucial for our fitness and weight loss. We all know we will look better, feel better and be healthier if we exercise regularly. Yet it hasn't been established exactly what the best form of exercise is... But I believe I know the answer... "
II. BODY
A. ROAD MAP: I'd like to show you all the fantastic benefits of swimming, so you can see it's the best choice for your exercise plan.
B. MAIN POINTS:
1. The criteria or "ideal" standards for your proposal:
Present to the audience (or even get them to contribute) the characteristics of the ideal exercise program. For example, you might suggest its characteristics might be a good cardiovascular workout, help you lose weight, be easy on your joints, strengthen and tone all your major muscle groups, and build strong bones.
2. Measure your proposal against those standards.
Show how swimming fulfills those criteria: it's a great aerobic workout, especially if you can swim for at least 30 minutes; it's easy on your joints because of the cushioning effect of the water; because it calls for use of your arms and legs and back, it works all the muscle groups, and it's overall conditioning and aerobic effect helps keep your weight down. Build strong bones? Well, not really, so we can't claim that one.
3. Compare how your proposal measures up to other options, in this case running, biking and yoga. (Plot this visually, if you can. On a chart, list of all the criteria on the left, and then have columns for each form of exercise:
Aerobic Swimming Running Biking Yoga
Lose Weight
Easy on Joints
All Muscle Groups
Strong Bones
For each exercise, check the criteria that apply to it. You would want to have more checkmarks in the column for your proposal, of course!)
"You can see that swimming meets more of the criteria for good exercise than these other forms. It is a healthy and fun way to stay fit!"
III. CONCLUSION
A. SUMMARY: Wrap up with reviewing the criteria and how your proposal measures up to them and compares favorably with others.
B. CLOSE/CALL TO ACTION: "So you can see that swimming is better all-round exercise than these other forms. If you want a good workout that's good for your heart, lungs, muscles, joints and weight management, I urge you to buy your swim suit and goggles and get in the swim!"
Essay Maker
Best Essays Live

Why Does the Essay Word Count Worry Students So Much?

It is funny how what one person would consider to be little more than a minor inconvenience can become a major problem and even a significant worry for so many others. This seemingly 'small thing' can soon take on a life of its very own as something quite major until it is playing on a person's mind and haunting their very existence until they have little or no real conception of how to proceed without guidance. Fortunately, however, help is at hand in the form of this article because whilst the problem of an essay word count may be something of a minor concern for many students it is something that should not be taken for granted as it is only not a problem if you know how to handle it effectively when it comes to the essay writing process.
Therefore, this article will look to provide you with a brief overview of some of the things that you should look to deal with when considering the problems you may have with your word count. With this in mind, one of the first things that I would do is consider what actually 'counts' towards your essay word count by looking in the guidance that you have received from your institution and your individual assessor to check what they expect of you.
Now many of you may think 'Well, I don't to do that because every word I write should count towards my essay word count so I need to structure my essay accordingly' - WRONG!!
More often than not only the words you write in the main body of your work will count towards your essay word count. As a result, this means that your footnotes, title (i.e. main heading/question), subtitles/subheadings, and bibliography will NOT count towards your essay word count because they are not part of the main body of your work and, with regards to the footnotes and bibliography, are meant to give your work greater credibility and legitimacy by showing that you are able to utilise other people's views in your work and critique them.
Sounds simple doesn't it?
If it only it was that easy . . .
The unfortunate reality is that very often you will be told your footnotes WILL count towards your essay word count and so you will have to make allowances for them and look to abbreviate where necessary/possible to save words for the main body of your work according to an academically acceptable system and this can be made all the more complex where your computer does not know the difference between the main body of the essay and the references so make sure to BE AWARE!
What about when you are asked to use a form of 'in-text' referencing like Harvard Referencing?
Again, you must check to see whether these reference will be included in your essay word count because it is all too easy to assume that they will be just because they are included in the same area of your work as your discussion and analysis. Therefore, where they are not included it is usually a good idea to keep a tally of the words that you use for your Harvard References so that you can subtract them from your total at the end and get the right word count.
Why is it so important to get the right essay word count?
Getting the right essay word count is essential because whilst many of you may have heard the 'mythical' view that most institutions only check the word count for one out of every dozen essay papers that they receive, what with technology's ongoing advancement, can you really afford to take the chance. This is because the unfortunate reality is that very often if you are even ONE SINGLE WORD over you could lose anything up to 20% of your overall mark that could be the difference between an 'A' and a 'C' grade or even a 'PASS' or a 'FAIL'.
Of course you may be at one of those institutions where there is a 5% excess, but DO NOT take this for granted - make sure that you know what 5% of your word count is from the moment you starting writing (simply divide your word count by 20 on a calculator) and DO NOT go over it!
But how do I manage essay word count when it comes to actually writing the work in practice?
You should see some of the many panicked faces that I have seen when you tell a student that, after having written a number of 2,000 words (or less essays), they will now have to write 4,000 words and - dare I say it - even a 10,000 word dissertation!
The reason why most people start to worry is that they get fixated on the number for obvious reasons because '10,000' is a lot bigger than '2,000' - I know that this may be a bit 'Noddy' for some of you but bear with me as I am getting to my point.
However, what these same people fail to appreciate is that there is actually very little difference between the strategies that you should be adopting for writing 2,000 words when you are then asked to write 10,000 words. This is because whilst many of you may just be able to rattle off 2,000 words you may actually be costing yourselves marks if you do not take a moment to think (of course ignore what I am saying if you are already getting top grades for everything you write because you obviously know something that I do not and I would love to know your secret!). Therefore, when it comes to producing any piece of work according to an essay word count I would advise you to have the following word in mind - 'PLANNING'.
Well, when thinking about the planning of any of your work I would look to consider your essay strutures as being an essential aspect of this aspect of your essay writing and so I would advise you to first ask yourself the following five questions -
(a) What am I being asked to do?
(b) What does this mean to me?
(c) How will this effect my writing style?
(d) What do I already know about what I have been asked to write about?
(e) Where can I find more information?
Then, depending on the nature of the subject that you have been asked to write about you may be required to undertake a great deal of research or the information may already be available to you (i.e. if you are writing about law then you are clearly going to need to refer to court decisions and legislation as well as other people's views allied to your own, but if you are writing about a play then you may still refer to other people's views but your own view is likely to become all the more significant for the reader so think about what the reader/assessor requires from you).
But how does this effect the essay word count?
The answer is it should get you thinking about the structure of your work which you can then detail in the first paragraph by way of an abstract (particularly for a dissertation or thesis) or you may refer to it in the way that I do for an essay as the 'Introduction to the Introduction' (see my book via my website at the bottom of this article for more information) because you are using this to tell the reader about your approach to the subject matter and in what order this will be undertaken. Then the next paragraph will be your 'actual' introduction that serves to present the main issue that is to be discussed and its importance to the particular aspect of the subject area you are studying.
From there the rest of your work should be looking to consider matters related to this issue so that, for example, if you are asked to consider the 'Effectiveness of the Youth Justice System in the UK' you may begin by saying why this issue is so important before then looking at what successes their have been and the efforts made to deal with any problems. This can be effectively achieved by looking at the effectiveness of practices including the use of anti-social behaviour orders (ASBOS), cautions and exclusion order. Then, finally, you should be looking at concluding with a summary of the key points derived from your discussion relating to the overall subject matter that you have been analysing so as to draw the work to a close.
In terms of the word count itself I have found that it is generally a good idea to not write less than seven lines and/or three sentences and NOT much more than 250 words per paragraph so that you keep your arguments and analysis as part of your discussion clear and concise without proving too detriment to your essay word count.
With this in mind, I generally also like to look to work to the following four basic rules with regards to the content of each paragraph -
(a) First, make a point that you consider to be important.
(b) Second, explain why that point is important.
(c) Third, offer any supporting evidence from other people's work and show why it supports what you are saying.
(d) Fourth, consider whether there is anything that conflicts with what you are saying and then use that to move into your next paragraph so that the flow of your work is enhanced.
Of course these rules may need to be adapted depending on the nature of the work that you have been set, but in principle these are just some of the thoughts that go through my head when thinking about the essay I am writing and the essay word count that is available for that work.
Professional Essays
Best Essays

Effortless Studying - Find Your Best Time of Day to Focus

We all have times of day when we can race through our to-do list, concentrate effortlessly, and produce our best work. And we all have times of day when we just want to slump on the sofa and watch something mindless on the television.
Here's how to figure out when you study best, so that you can plan your studying for your most effective hours. Studying when you're on tip-top form will make your day go much more smoothly.
1. Experiment with studying at different times of day
Even if you think you're a night owl or a morning lark, try studying at hours that you wouldn't normally work. If you tend to wake up s-l-o-w-l-y and rarely do anything but drink coffee and surf the 'net until midday, try starting studying as soon as you're dressed, for a change. If you never work after dinner, try making an essay plan at ten pm.
You may well just confirm your suspicions that you study best at a specific time - but you might also surprise yourself!
2. Keep a "study log" for a few days
Once you've got a feel for the times when you think you study well, start keeping a log for a few days. It's up to you how you do this, but one simple method is to grab a sheet of paper for each day and divide it up like this: 
  • 8am - 10am
  • 10am - 12noon
  • 12noon - 2pm
  • 2pm - 4pm
  • 4pm - 6pm
  • 6pm - 8pm
  • 8pm - 10pm
(Obviously, jiggle the times around a bit if you get up at 6am or if you're never in bed before 2am...)
As you go through the day, jot down what you're doing during each timeslot (eg. "writing essay on Chaucer", "having lunch then watching television") and also write down how you're feeling; tired, motivated, energetic. After doing this for a few days, you'll have built up a clear picture of when you can work easily, and when you struggle to concentrate.
3. Plan your day to maximise your best times
The final step is to put what you've learnt about yourself into practice. For some students, you may be tied to studying at specific times - perhaps you have lab sessions from 9am - 5pm. Most students, though, have considerable flexibility over their schedules; far more than the majority of full-time employees.
If you know you concentrate well from 8am-10am, then make sure you get to bed at a reasonable hour so you're actually awake during your best studying hours. If you've been going to the gym at lunchtime, but find you're great at racing through essays between 12-2pm, then why not head to the gym during your 4pm-6pm "slump" instead?
Many people find that they can accomplish as much in one hour of solid, focused attention during their "best" time as in two or three hours of frustrated effort during a time of day when they're naturally tired. Make sure your schedule is working for you, not against you.
Essay Creator Online
Best Essay

The Laws Of The Universe

Do you ever wonder why you never get what you want? Why your life isn't going the way you expected it to go? Why you just can't seem to get a break?
It's because of the way you're thinking. The way you think is the way your life will go. In other words, if you think only negative thoughts, you will have a negative life and you will get exactly what you asked for.
On the other hand, if you think positive thoughts you will have a positive life and you will accomplish more.
It's all a matter of how you think.
Believe it or not, the universe will give you what you want, but you have to think it and believe it. Unfortunately, most of us only think of what we don't want. I don't want to get bills in the mail, I don't want to lose my job, I don't want people to dislike me, I don't want to fail. If you're thinking of what you don't want, that's what you're going to get, more of what you don't want. It's called the law of attraction.
There have been several books written about the law of attraction, the most recent and very popular is The Secret. It explains exactly what this article is about, everything that happens in your life; you attracted it by your thoughts.
So, instead of thinking about what you don't want all the time, try this; try thinking about what you do want. What do you want in life, more money? A better job, a nicer home; the perfect relationship? What exactly do you want in life? Write it down and then, think about that for a change.
In fact, go beyond thinking about it. Actually believe you're there already. Imagine you have more money; imagine you have that nice car or home, that better job, the perfect relationship. Actually believe you will get it and it will happen.
As you believe, so shall you be. Those aren't just words, they are truth.
There are nine laws of the universe.
Here is an example of each law in action in the everyday world.
1. The Law of Mentalism. Every thing that appears in your world was once a thought you had. When I teach students metaphysics, I ask them to indicate an important event in their life and then to return to the place in time when they planted the seed for this event with a thought. A woman told me she had suffered in poverty for 7 years having foolishly bought a business in the worst part of town. She realized this was because once she had prayed to experience as broad and as deep a life as possible. That was when this seed was planted.
2. The Law of Correspondence. This law teaches us that we can understand the unseen by carefully observing what we can see with our own two eyes. When a woman is about to go out on a date with a new man, I encourage her to look at how he treats the waitress and how he eats his meal. This is the way he will be treating her and having sex with her after his guard is down (should she choose to continue to date him).
3. The Law of Vibration. Everything vibrates. Nothing is still. This Law helps us to understand the essence of things. It is this fine network of vibrations that connects us with every other living thing. You might picture it as an invisible world wide web. It is in tune with the vibrations of the universe that we attract and are attracted to every experience in our life. To use a metaphor, suppose you like country and western music. If you set your radio dial to country and western you will not hear classical or jazz music. If you vibrate at a peaceful level, you will not meet people who are violent.
4. The Law of Polarity. Everything has its opposite. This law helps us to understand the principles of yin and yang. Some energy attracts and some energy repels. One is not better than the other but both exist. I like to think of the astronomical world where one body can capture another by pulling it into its sphere of influence. This principle can be understood in life when we recognize the truth in this saying: If you want him to be more of a man, be more of a woman.
5. The Law of Rhythm. The pendulum swing manifests in everything. The measure of the swing to the left is the measure of the swing to the right. This law operates in life quite visibly with people who are bipolar. One day they're up, the next they're down. For most people, the law is realized when they become very, very happy. The law dictates that next they will be very, very sad. To correct this is simple: To avoid being very unhappy, avoid being very happy.
6. Cause and Effect: There are many planes of causation but nothing escapes this law. The best writing on this law, which is the law of Karma, is found in Emerson's Essay on Compensation. It is available for free download on many internet sites.
7. Gender: Gender manifests on all planes. This law works in our lives by helping us to see that each male has an inner female within him and each female has an inner male. Both are necessary for creation and regeneration. These Laws of the Universe are meta-physical but they are as certain as the law of physics. What goes up must come down. You can be certain of it.
8. The Law of Love: The primary law is the Law of Love; all things exist within this law and are created out of it. Love is the total and complete acceptance of what is. Love allows. Love is about allowing yourself to be who and what you are and allowing that same right to all others. Without the Law of Love, free will could not exist. Free will does not come in portions, for you either have it or you do not have it. The Universe is a place of creation; it is a place of experience. You have come to this world by choice to experience yourself just as you have done in many other worlds and will do again in many other worlds after this one, whether they be physical or non-physical.
9. The Law of Attraction: As a creator through experience, you have complete free will to create what you wish, and you create through the process of magnetism, the process of attraction.
The Law of Attraction insists that all things similar in nature will naturally gravitate to one another and magnetise one another into their own field. This applies to all things in the Universe; it applies to thought. All energy, and thought is energy, is magnetic to those things with a similar vibration.
"The Law of Attraction states that everything draws to itself that which is like itself."
Stop thinking negative and start thinking positive and you will start living a positive life filled with everything you want.
We all have the ability to think on a higher plane than the one we are currently on.
You are what you think. Remember that and have a great life.
Essay Creator
Unique Essays